A series of periodic updates to Congress on RAND’s work in education policy
March 2005
HOT TOPIC
Making Out-of-School-Time Matter
Programs that offer out-of-school services to children and youth
run the gamut from school-aged care services supporting working parents to programs specifically structured to prevent problematic behaviors or to increase academic attainment. A loosely
connected set of providers, clients, sponsors, and intermediaries
make up the local markets referred to as the out-of-school-time
(OST) field. This field and the actors in it have been evolving
in response to shifts in the economy, the growing demand for
services associated with increased numbers of working mothers
in the labor force, concerns over youth development or the lack
thereof, and increased academic expectations for youth.
The Wallace Foundation asked the RAND Corporation to undertake an objective and systematic examination of the OST literature
to clarify and inform the key issues in the on-going discussions
related to whether and how to improve OST programming. This
work was commissioned and funded by the Wallace Foundation
as part of its work with out-of-school learning and its mission
to support and share effective ideas and practices. The review
focused on group-based programs that provide care for schoolaged children (6 to 18 years of age) during non-school hours.
A newly released RAND report based on that review offers a useful
summary of the current state of knowledge in several major
issue areas and the strength of the evidence base for that
knowledge, and is a valuable resource for those interested in
improving OST services. Here are some of the report’s findings:
Demand for OST Services Despite what advocates claim
regarding pent-up demand for OST programming, the review
failed to find strong evidence of such demand. Studies were
based on unverifiable assumptions; often estimated the total
possible needs for childcare services, rather than what was
demanded from providers outside the home; and were based
on surveys that did not ask respondents to consider trade-offs
in the use of funds, thereby probably overestimating true demand.
In contrast, studies of existing programs reveal significant
numbers of open slots and drop-outs.
Potential Effects of Programs Compared to the total
number of extant programs, very few have been rigorously evaluated. These evaluations suggest the programs have had, at best,
modest positive impacts on academic achievement, academic
attainment, and such social behaviors as reduced drug use or
pregnancy. Program effects may vary by grade level, background
of children, level of participation, variation in program content by
site, and whether the program developed was well targeted toward
the desired outcome. There is no way of knowing if the average
program offered would have academic or behavioral effects similar
to those of the specific programs evaluated.
Program Factors Associated with Positive Outcomes Studies of what features of programs are associated with better outcomes are often not rigorous and often based on expert opinion.
There is a growing consensus about several program factors that
appear to be associated with improved youth outcomes, including:
a clear mission; high expectations and positive social norms; a safe
and healthy environment; supportive emotional climate; a small
total enrollment; stable, trained personnel; appropriate content
and pedagogy relative to the children’s needs and the program’s
mission; integrated family and community partners; and frequent
assessment. In keeping with this consensus, the field itself has
moved toward the development and publication of standards for
service providers consistent with the above characteristics.
Improving Participation The review drew on a cross-section
of fields to understand how to encourage and target participation. Participation varies by participant background, implying
that targeting services might increase participation. For example,
lower-income families might be more attracted to subsidized
programs that are conveniently located within their neighborhood.
Monitoring attendance and quality, following up on absentees,
and offering incentives to programs for achieving high attendance
rates are potential ways to improve attendance. Most important,
to successfully target selected groups and provide accessible
services requires knowledge of their needs and preferences,
which might vary locally.
Implications The report suggests that policymakers and
program implementers should remain skeptical of claims about
pent-up demand for programs as well as claims that programs
can meet multiple needs and positively affect multiple outcomes.
Instead, they recommend that rapid growth should make way
for a concerted effort aimed at improving the quality of offerings
in existing programs and systems of provision through rigorous
evaluations and collection of systematic data. Designing and
implementing effective programs will take careful planning and
attention and significant funding. The report also offers recommendations regarding the kinds of information and dissemination
needed to improve OST programming and make the current
debate more productive.
READ MORE: Making Out-of-School-Time Matter
Join us to review these findings in our Congressional luncheon briefing series Monday, March 14th, at 12 p.m. Location: 2105 RHOB.
Lunch will be provided. For more information or to RSVP, contact
Wendy Pape at Wendy_Pape@rand.org or 703-413-1100 ext. 5938.
RAND Education conducts research on a wide range of topics in edu-
cation. Our mission is to bring accurate data and careful, objective
analysis to the national debate on education policy. To access all of
our research, please visit our web site at www.rand.org/education.
For more information, go to RAND Washington External Affairs or contact us at wea@rand.org or 703.413.1100 x5632.
The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the challenges facing the public and private sectors around the world.
CP-455 (2/05)